· Web viewThis publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein

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“Knowledge and education are key factors for sustained,inclusive and equitable economic growth”

UN General Assembly MDG Summit, September 2010

GreenSkills4VETApplication Number 2016-1-DE02-KA-202-003386

Intellectual Output2:Reference Framework

Short Version

This report has been edited by project partner ASPETEtaking into account the contributions of all partners

GreenSkills4VET - The Attribution-ShareAlike, or CC-BY-SA, license builds upon the CC-BY by requiring that the user license any new products based on the original under identical terms (in addition to crediting the original author).

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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Partners

Stiftung Fachhochschule Osnabrück(Project coordination)Prof. Dr. Christel KumbruckEmail: [email protected]://www.hs-osnabrueck.de/

Universität KasselProf. Dr. Bernd OverwienEmail: [email protected]://www.uni-kassel.de/uni/

Centre d’études et de recherches sur les qualificationsMrs. Felicie DrouilleauEmail: [email protected]://www.cereq.fr/

BFI OÖ – Berufsförderungsinstitut OberösterreichMrs. Gabriele WinklerEmail: [email protected]://www.bfi-ooe.at

ASPETEProf. Dr. Leonidas Gomatos Email: [email protected]

Hellenic German Chamber of Commerce and IndustryMrs. Alexandra TavaridouEmail:[email protected]://griechenland.ahk.de

WETCOMrs. Svetla Toneva Email:[email protected]://www.wetco.knsb-bg.org



mailto:[email protected]

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Table of Abbreviations

CEDEFOP European Centre for the Development of Vocational Training

DQR / GQF Deutscher Qualifikationsrahmen / German Qualifications Framework

ECVET European Credit System for Vocational Education and Training

EQF European Qualifications Framework

ESD Education for sustainable development

EU European Union

FGSVET Framework for Green Skills in VET

GOVL Goal-valid Instruction

IKT / ICT Informations- und Kommunikationstechnik / Information and communication technology

IO Intellectual Output

MDG Millennium Development Goals

NQR National Qualifications Framework

OER Open Educational Resources

SDG Sustainable Development Goals

TVET Technical and Vocational Education and Training

UN United Nations

UNESCO United Nations Educational, Scientific and Cultural Organization

VET Vocal Education and Training



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Table of contents

Section 1General considerations regarding Reference Framework for ESD in VET

1.1Introduction.................................................................................................................……..5

1.2 What is the purpose of the FGSVET?................................................................................5

1.3 What criteria must the Manual (IO3) meet?.......................................................................6

1.4 European Qualifications Framework (EQF).......................................................................8

1.5 Cross-cutting key competencies for achieving all SDGs...................................................9

Section 2Reference Frameworks for ESD in Health Care and Logistics

2.1 Introduction…………………………..…….…………...................……….………………… 10

2.2 Reference Framework for ESD in Health Care

2.2.1 Rationale …………………………………………………….……………….....………...12

2.2.2 Grid of Competencies …………............................................................…................ 14

2.2.3 Learning Units Health Care (IO2) ……………...………….……………………….…… 17

2.2 Reference Framework for ESD in Logistics

2.2.1 Rationale ……………………………………………….….…………………...............…24

2.2.2 Grid of Competencies ………….............................................................…................ 26

2.2.3 Learning Units Logistics (IO2) ………………….……...….………..……………….…… 29

References ………………………………………………………………………………….39



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Section 1

General considerations regarding Reference Framework for ESD in VET

1.1. Introduction

At an UNESCO meeting in Bonn in 2004 experts emphasised the importance of Technical and Vocational Education and Training (TVET) for achieving the objectives of ESD. In the Bonn Declaration on Learning for Work, Citizenship and Sustainability (UNESCO 2004, p.2) they stated that:

“Preparation for work should equip people with the knowledge, competencies, skills, values and attitudes to become productive and responsible citizens who appreciate the dignity of work and contribute to sustainable societies. We call on all stakeholders to adopt this broader perspective for TVET”

In this statement, the experts not only focused on the professional competence but also on the importance of the empowerment of citizens and the necessity to shape sustainable societies. For that, they argue for widening the perspective of the most common use of a narrowed concept of sustainability.

For the development of efficient materials for training and teaching (IO 4) within the GreenSkills4VET project, a framework is necessary. This Framework for Green Skills for VET (FGSVET) is worked out in the paper at hand based on the results of IO1 (s. Comparative Analysis Report).

1.2. What is the purpose of the FGSVET?

This paper is bound to serve a series of different purposes. First of all, it is a progress report documenting the results within the GreenSkills4VET-project. Simultaneously, an important shared basis for the upcoming work in the next steps of the project has been established with its publication, providing guidelines for the project itself first of all. This FGSVET will also be transformed into a Manual (IO3) for creating teaching materials for selected learning fields of specified occupations – Logistics and health care – with much more support of practical relevance. Furthermore, it addresses all readers, be it all practitioners dealing with sustainability-related issues within



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education (trainers as well as pupils / students) or members of the scientific community with whom we would like to share and discuss our results.

The Framework includes:

a) General criteria in terms of basic suggestions for the planning of learning and teaching material in terms of:

• adoption of given professional competencies in logistics and health care;• the implementation of work based and school based learning;• the assumptions of sustainability (SDGs) and key competences on ESD in

VET;• the assumptions of EQR/NQR and ECVET• their teaching objectives;• their teaching contents;• the assumptions of OER.

b) The specific planning of self-directed learning, including:• raising the learner’s awareness of his or her present state of knowledge;• self-setting of feasible and worthwhile objectives;• selection of materials;• self-assessment.

The FGSVET is aiming at the following goals:

• to identify and define key competences necessary for Sustainable Development in VET;

• enhancing the following competencies:o Learning to learn,o Digital competence,o Social and civic competence.

1.3. What criteria must the Manual (IO 3) meet?

For a most successful practical use, the Manual to be developed on the base of this FGSVET has to be comprehensive, transparent, coherent and transferable.

Comprehensive: The Manual should specify on selected subjects a full range of knowledge, skills and attitudes/values/ethics (competence) and a description of their objectives, contents, applicable tasks and assessment tools.



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Transparent: For the most effective practical use all information have to be very clearly formulated, explicit available and readily comprehensible to users.

Coherent: The description is free from internal contradictions. With regard to educational systems, coherence requires that there is a harmonious relation among their components.

Transferable: The created examples must enable teachers and learners to transfer the Framework to different subjects and contents.

References and content of the FGSVET

The aim of the project is to implement a new thinking not only of the obsolete manner how we run our economic system but also to find new pathways of learning and teaching. Therefore the elements shown in Fig.1 have to be taken into account for the FGSVET, as for instance VET curricula which have to be associated with ESD, both school based learning and work based learning and consistently teachers and trainers, the way the student learns, the relative European tools developed for VET etc.

Fig.1 Main references of the FGSVET

In this context the FGSVET has to provide explicit criteria on how to fully take into account some of the stated references (Fig.1), as a guideline.



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Taking into consideration all this, in the following IOs we aim at

1. providing a model of the acting fields in VET and learning dimensions for a sustainable economy and ESD

2. implementing a scheme for developing competence oriented teaching material,3. pointing out key competencies for sustainable vocational education and training,4. providing a grid of ESD-based competencies in logistics and health care.

(According to the results worked out in IO1, niches have to be found in the existing curricula to formulate competencies).

1.4. European Qualifications Framework (EQF)

The whole material created has to consider the level of the VET according to the EQF. The VET specializations that are being studied in this project correspond depending on the country to the EQF Levels 4 and 5. The latter is a level of particular interest for VET according to CEDEFOP (2014, p.1) because its qualifications “ appeal to learners as they open up prospects on several fronts – immediate employment, career advancement, and further learning. At the same time, their focus on advanced technical and managerial skills makes them valuable to employers”. Learning outcomes in terms of knowledge, skills and competence regarding EQF levels 4 and 5 are presented in Table 1.

KNOWLEDGE SKILLS COMPETENCE

Level 4 Factual and theoretical knowledge in broad contexts within a field of work or study

A range of cognitive and practical skills required to generate solutions to specific problems in a field of work or study

Exercise self-management within the guidelines of work or study contexts that are usually predictable, but are subject to change; supervise the routine work of others, taking some responsibility for the evaluation and improvement of work or study activities.

Level 5

Comprehensive, specialised, factual and theoretical knowledge within a field of work or study and an awareness of

A comprehensive range of cognitive and practical skills required to develop creative solutions to

Exercise management and supervision in contexts of work or study activities where there is unpredictable change; review and develop performance of self and others



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the boundaries of that knowledge

abstract problems

Tab. 1. Descriptors defining levels 4 and 5 of EQF (European Commission,2017)

1.5. Cross-cutting key competencies for achieving all SDGs

At the UN General Assembly on the 25th September in 2015, the 2030 Agenda for Sustainable Development was adopted (UNESCO 2017). The competencies formulated in Tab.2 like anticipatory competency, collaboration competency etc., include cognitive, affective and volitional and motivational elements. They involve knowledge, capacities and skills, motives and affective dispositions and their interdependences. These cross-cutting key competencies have to be integrated into the competencies discussed above.

(1) Systems thinking competency: the abilities to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty.

(2) Anticipatory competency: the abilities to understand and evaluate multiple futures – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes.

(3) Normative competency: the abilities to understand and reflect on the norms and values that underlie one’s actions; and to negotiate sustainability values, principles, goals, and targets, in a context of conflicts of interests and trade-offs, uncertain knowledge and contradictions.

(4) Strategic competency: the abilities to collectively develop and implement innovative actions that further sustainability at the local level and further afield.

(5) Collaboration competency: the abilities to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving.

(6) Critical thinking competency: the ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions; and to take a position in the sustainability discourse.

(7) Self-awareness competency: the ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires.

(8) Integrated problem-solving competency: the overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the above mentioned competences.

Tab. 2 Cross-cutting competencies for achieving SD goals (UNESCO 2017, p.10)



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SECTION 2

Reference Frameworks for ESD in Health Care and Logistics

2.1 Introduction

ESD is viewed by different authors and in different countries as an evolution of environmental education (Flogaiti, 2005; Overwien, 2016). There are some characteristic stages which describe and explain this evolution. Two paths, following this evolution are described by Overwien, (2016):

1) The first path: Critics, regarding the first environmental movements, complained that the environmental education solely served the legitimating of the state's environmental policies and that it did not pose decisive questions for the constitution of society (Becker, 2001; Zeuner, 2008). The concept of ecological learning was developed which emphasized the interconnection between nature and social environment and was followed later by the more “biocentric” approach of eco-pedagogy.

2) The second path describes an evolution from environmental education (conceived as environmental protection) to environmental education conceived as precautionary environmental planning and later on to ESD which incorporated the idea of shaping the future in a self determined way and has overlaps with political science : the well known triangle environment-economy-society depicts ESD (Fig.2). The final part of this second path describes quite well our vision within the GreenSkills4VET project regarding SD and ESD as developed in the IO1 report.



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Fig.2: The Sustainability triangle (Campbell and Fainstein, 2003)

In this figure a better vision is provided for the 3 different aspects related to sustainable development: equity which is the social aspect, economy and environment. These aspects are creating conflicts in between them. So there is the poverty conflict between the social and economical aspects, which means that a balance is needed between the social benefits and the economical development, because one is affecting the other. The same thing happens between the economic development and the environmental protection; if the priority is only to protect the environment then there are no resources for the economic growth. And finally the same happens between social development and environmental protection; if the target is only one of them then there is no space for development of the other aspect.

This reference framework for ESD in VET (FGSVET) in health care and logistics, as explained in Section 1, aims to serve as a basis and a guideline for the further work within the GreenSkills4VET project, e.g. for the Manual (IO3) which will describe how to create teaching ESD materials (as OER) for VET in selected sectors (health care and logistics). Some practical decisions have been taken bearing in mind that production in the framework of GreenSkills4VET project chiefly aims at supporting innovation and at helping to the development of learning material for actors (students and teachers) who are not necessarily fully acquainted with SD issues. Help those actors to know and consequently acquire skills and competence was the prevailing objective. We have used the recognising, assessing, acting - trilogy, already employed by the EQF model as it is very easily applicable.

The Framework has been built following the example of ESD competence developed in the collective work of Jörg-Robert Schreiber and Hannes Siege (2016) Curriculum Framework. Education for Sustainable Development and especially the work made in this book regarding VET. A further elaboration has been undertaken so as to develop competence which is pertinent for health care and logistics sectors. The classification of ESD competencies (recognizing, assessing and acting) has been followed. Some of the verbs employed to initiate the phrases expressing competence correspond to these used in the aforementioned work. There were additional verbs used as well in order to fully specify and express competence in the selected sectors. A further classification of competencies related to the S.D. dimension aimed at (economic, social or environmental) has been employed in the logistics sector. For health care it has been judged that, since competence comprises usually more than one of these dimensions, it would be rather difficult to separate them by using the same criterion.



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The partners also have created a number of teaching-learning units for the VET sectors concerned (health care and logistics) which incorporate educational objectives regarding sustainable development. These objectives either exist already in the curricula or they have been incorporated – by the partners – in the teaching units as they have been judged to constitute a coherent and enriching complement of the unit taking into account the results of desk research in IO1. These teaching-learning units (from now onwards also called Modules) form the basis in terms of input (contentwise) for the development of OER material in the further process of this project (GreenSkills4VET). They can be found in this Reference Framework for green skills in VET (FGSVET) at hand, starting on page 16. All in all, there are 7 Modules prepared by the partners of the project (3 for Health Care and 4 for Logistics). Apart from a rationale, each of the units to follow (2.2. and 2.3.) comprises a grid of competencies as well as examples of using the competencies in practice in view of creating OER material.

2.2 Reference Framework for ESD in Health Care

2.2.1. Rationale

The interrelations between Health and Sustainable Development are apparent through an ecological model of health which suggests a combination of environmental, economic and social factors to assure and maximize health benefits in individual and social levels.

According to the definition of World Health Organization (1946, p.1) “Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity”. So the notion of health is multidimensional and multifactorial and it does not concern only medicine; some other factors as environment, economy, work, socio-cultural characteristics are also important. For instance prevention in health issues contributes to cost savings and proves to be cheaper than medical and hospital treatment. The health care sector represents an expense of 10 % of the GDP and accounts for at least 5 % of the total CO2-Emissions in Europe. This means, the carbon footprint of the European health care sector equals to that of



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international aviation and shipping activities.1 Hospitals, doctors and care-institutions produce big amounts of waste, toxic substances are used (e.g. for disinfection)2.

It is worth mentioning that new health issues appear in our era related to changes in modern natural environment such as the greenhouse effect, the depletion of the ozone layer, atmospheric pollution, and groundwater contamination. Moreover, the concentration of large economically weak human populations in certain regions of the planet leads to global health problems especially when physical disasters such as earthquakes, conflagrations, droughts and tsunamis occur. Finally wars have led to migration flows but also to the revitalization of the transmission of infectious diseases.

ESD supports the development of systemic critical thinking and the development of actions in favor of humans and the environment. Nursing science goes in parallel with ESD in the sense that it starts from the human being approached through systemic and critical thinking with regard to their needs and the environment. A contemporary health care professional aims at the optimization of results with regard to available resources which she/he uses rationally.

The following list of competencies refers to ESD and concerns the health care professions, especially nursing. Some courses and themes from the Nurse VET curricula were found already in the previous GreenSkills4VET Intellectual Output (IO1) to be appropriate for the development of SD competence. These are health education, nursing, microbiology and hygiene. Apart from these broader themes, SD competencies have been also proposed regarding specific sector learning units such as medication administration and breastfeeding because they are also related to sustainability issues. For instance breastfeeding produces extremely less pollutants than products from the milk industries, reduces the use of aluminum and of fossil fuels for milk preparation, constitutes an important means of nutrition and health care for poor populations and has important psychological and corporal benefits for the baby and the new mother3. Of course there are analogue sustainability issues to many learning units of the nurse and health care VET specialization.

Although prepared for the specific sector of health care a small number of SD competencies could equally be expressed for different occupations. That can be

1https://noharm-europe.org/sites/default/files/documents-files/2646/Low%20Carbon%20Buildings%20in%20the%20Healthcare%20Sector_Report_FINAL.pdf 2 http://www.hs-esslingen.de/de/artikel/datum/2015/08/artikel/klimaschutz-was-das-gesundheitswesen-beitragen-kann.html3http://worldbreastfeedingweek.org/2016/pdf/BreastfeedingandSDGsMessaging%20WBW2016%20Shared.pdf



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found in the following list which was produced in accordance with regulations, specifications and VET specializations of the partner countries within the project which have chiefly dealt with the health care sector (Germany, Greece and Bulgaria).

2.2.2. Grid of Competencies

Recognizing

1. Identify factors related to global change environmental pollution and modern way of living that contribute to the development of diseases.

2. Identify socio-cultural characteristics which contribute to the health status of individuals or of social groups.

3. Analyze the concept of holistic approach of health and disease and describe the factors influencing them.

4. Analyze ways of infectious disease transmission5. Analyze and explain measures of prevention of diseases.6. Identify dangers of health crisis, natural disasters and mass destructions7. Identify cost-benefit issues regarding health policies.8. Acquire and process information on sexually transmitted diseases and identify their

relations to sustainability.9. Predict and describe the effects of environmental pollution to the public health of future

generations.10. Explain morbidity, mortality, fertility and birth rate indexes and how they are influenced by

environmental issues11. Recognize factors that pollute environment with impact to human health12. Recognize epidemiological characteristics of diseases which relate to environmental

pollution.13. Acquire and process information on how environmental factors influence public health on

national or global levels.14. Analyze ways of health promotion through prevention.15. Acquire and analyze information on environmental and on addictive agents that influence

health.16. Be aware of transmission of infectious diseases in relation to climate change and to

migration flows.17. Identify and compare their own occupation and working world in the Health care

sector with the corresponding of other countries and regions taking into account cultural and economic factors.

18. Reflect upon their own behavior and patents’ behavior as consumers and assess how this behavior relates to economic, health, social and environmental issues.

19. Describe the positive effects of Breastfeeding to the health of the baby and of the



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new mother.20. Explain the sustainability aspects of gerontological nursing.21. Describe options of sustainable development in medication administration22. Be aware of the fact that it is not sustainable when health care professionals

suffer from work induced mental illness or drop out of the profession entirely (on an average after 6 years. Keyword: “care crisis”).

23. Reflect upon the fact that personal and environmental resources can generally be applied to cope with challenges, to prevent the emergence of stress / risk factors or to reduce impact.

Assessing

1. Evaluate the conditions which require protecting human rights of healthy and sick people2. Appreciate the value of prevention in general and of broad health prevention programs

(such as checks for breast cancer)3. Evaluate cost-benefit issues in health practice securing health benefit.4. Reflect on issues such as transplantation of body organs, cloning, abortion, euthanasia5. Shape personal stance regarding health policies6. Cultivate self responsibility along with community responsibility as means of contributing

to environmental equilibrium and to health of people.7. Appreciate the potential of cooperation with other health professionals and with scientists

for the management of health problems of the community or of broader population in national or international levels.

8. Take into account socio-economic and political aspects of health9. Comment in a well founded way on everyday life characteristics which constitute trigger

factors of diseases of modern era (stress, nutrition, way of living)10. Reflect on health dangers caused by globalization and non sustainable development11. Shape a critical stance regarding dangers of human health related to environmental

disequilibrium.12. Assess environmental dangers due to non sustainable development and their influence to

health.13. Assess social inequality issues regarding heath14. Assess the corporal and psychological status of patients in order to support the

appropriate counseling intervention.15. Implement educational and counseling actions regarding rational management of

medicaments by patients.16. Reflect upon influences of the greenhouse effect and of Global climatic change to public

health.17. Assess prevention actions against sexually transmitted diseases as an investment of

sustainable development.18. Assess sustainability aspects of Breastfeeding19. Assess the valuable effect of breastfeeding for baby’s nutrition and health in conditions of

poverty20. Adapt the idea and the principles of SD to considerations concerning the general and

one’s own professional self-image in order to develop a sustainable oriented



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employability (“sustain employability”).21. Integrate sector-specific and societal substructures in professional considerations about

personal capacity to act. Identify goal conflicts when accessing different solution strategies.

22. Reflect upon the specific personal and environmental resources in her / his situation, which can be applied to cope with challenges, to prevent the emergence of stress / risk factors or to reduce impact.

Acting

1. Promote and Foster global development values of individuals and of their social group of provenance.

2. Engage in implementation of projects of information to the community regarding health care.

3. Cooperate with other members of scientific sector teams or lead the team in cases of health crisis, disasters, endemics and epidemics.

4. Cooperate in research carried out by scientists in the sector and in the dissemination of results.

5. Involve actively in cases of health crisis.6. Train people in self-evaluation of health and restoration of their health.7. Work with reliability and confidentiality in accordance with ethics of their profession.8. Work with quality standards and economic efficiency in the health institutions.9. Take initiatives in the framework of her/his work responsibilities for the restoration of

health of their patients.10. Adopt and demonstrate hygienic behavior.11. Promote the values of healthy lifestyle while taking into account and respecting social

and cultural specific features.12. Promote and demonstrate active citizenship and responsibility towards environmental

issues related to health issues.13. Adopt and promote the value of rational management of resources and of recycling in

his/her work.14. Administrate his/her services without prejudice no matter the social origin of patient.15. Encourage rational consumer behavior regarding health services and drug use.16. Ensure the ability to act socially and contribute to information initiatives regarding health

education of people.17. Contribute to conflict resolution in tense situations in health care institutions18. Act with consciousness and respect to people and to environment according to the

principles of hygiene and health prevention and to sectors ethics.19. Inform the new mother on the benefits of breastfeeding for her and for her baby.20. Determine their personal co-responsibility to rational medicament administration21. Develop strategies for rational medical management in the clinic.22. Inform patients on rational use of antibiotics with respect to public health.



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23. Be ready to involve in patients’ information and education regarding rational medical administration, use and release to environment.

24. Accept failure and uncertainty in health care institutions with equanimity25. Work towards solutions maintaining the benefits of all persons or groups of people

involved (e.g. care-givers and care-receivers), when goal conflicts appear.26. Ask for help, i.e. address upper management, when limits of own capacity is reached.

This can count a) for strains in terms of the bearable personal limit in daily work routine as well as b) for limits of the personal sphere of influence in terms of meeting decisions to solve identified problems or conflicts.

27. Carry out disburdening behavior by being able (and empowered / allowed) to access personal and environmental resources within their workplace environment, especially in stressful situations.

2.2.3. Learning Units

2.2.3.a IO2 Health Care Learning Unit 1

Developed by Project-Partner: WETCO

TYPE OF INSTITUTE

VOCATIONAL EDUCATION AND TRAINING CENTRE

SECTOR/ Specialty

Health care

Profession Health care assistant

EQF Level 4

MODULE Workactivities, responsibilities and personal characteristics

Unit: Structure and organization of the Health Care activities

SHORT The module describes the main organisational knowledge, responsibilities and activities in the educational standard for health care assistant. The



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DESCRIPTION learning aims of this unit refer to obtain knowledge on the rights and obligations of the assistant in the labour processes, knowledge on structure and organisation of the health care work, legislative framework of the health assurance, social security and pension systems as well as knowledge on the needed documentation and standards of the job performance. The expected results from the training on this module are related to knowledge and skills to perform everyday duties and tasks that are in accordance with health care and occupational standards, including SD relevant objectives.

LEARNING OUTCOMES

The specific knowledge, skills and competencies expected after completing the module/unit are listed according to the VET standard for the occupation.

Knowledge Recognize various types of health care institutions and their area of work, structure and functioning according to sustainable development aims and objectives.

Respect the internal and external regulations of the health care institution/organization, connected to SD.

Recognize and respect the timetable and work schedule aiming to assure economic and environmental efficiency of job performance.

Recognize and inform strictly hygienic rules, rules of movement and action and rules for nutrition, waste management etc.

Know and implement hygienic rules in the health care institution, hospital rooms and ambulatory/ home recovery regimes in order to avoid infections and injuries of the patients and staff.

Know and implement regulations for accepting, cure and follow-up activities of the patients to achieve smooth and social friendly treatment process.

Recognize different methods for sanitary treatment to assure healthy environment both for patients and working staff.

Skills Assure support for satisfying basic human needs (model of Virginia Henderson)4

Apply relevant techniques for providing basic health care Monitor the patient situation in terms of health and safety

conditions, cleanness and relax, and react in accordance with the supervisor’s instructions

Support the patient to follow the medical regime ordered by the medicine specialist, observing SD objectives

Support and advise the clients about processes and regulations in the institution, especially hygienic and waste management norms, documentation etc.

Implement and observe strictly the health and safety rules

4https://nurseslabs.com/virginia-hendersons-need-theory/ Rahmenrichtlinien für die Berufe in der Gesundheits- und Krankenpflege und in der Gesundheits- und Kinderkrankenpflege), Niedersächsisches Kultusministerium, Stand: november 2003(https://www.gesetze-im-internet.de/krpflaprv_2004/KrPflAPrV.pdf)



https://nurseslabs.com/virginia-hendersons-need-theory/

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Competence Implements consciously norms, criteria and standards of the care work with respect to economic, social and environmental balance.

Justification with regard to Reference Framework

This learning unit was considered appropriate for the development of objectives regarding ESD, following the EQF model. Implementing and respecting regulations of the health care assumes good knowledge of the sustainable development elements as environmental impact of the performed activities, social effects of the health policies on the patients and colleagues, economic efficiency and quality of performed health care services. The objectives are compatible with EQF levels 4 and 5 of EQF. They also correspond to some of ESD Core Competence.

2.2.3.b. IO2 Health Care Learning Unit 2

Developed by Project-Partner: FachhochschuleOsnabrück

Preliminary remarks: Please note: The education and training system of the health care sector in Germany traditionally is described as special, compared to other professions within the country as well as compared with other countries’ educational systems. As it has already been stated in IO1, Germany’s nurses’ education neither is part of the academic, nor of the vocational (dual) education system. Instead, it is the responsibility of academies / schools belonging to the hospitals to train their own staff specifically.

The unit at hand has been developed with a double focus; on the one hand it connects to the framework curricula analyzed in IO1, where the topics dealt within the unit belong to learning fields like “Care as a profession” and further specified as “prevention, dilemmas, ethics” as well as “feelings, tensions and conflicts”. Although this was agreed upon within the greenskills-partnership concerning the character of the units, the authors of the unit at hand would like to point out that it would also be applicable to a complete new learning field titled “Sustainability”.

The situation of the vocational education and training in the health care-sector in Germany is currently evolving,: While working on this paper, a reform of the health



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care education has passed legislation in Germany: The three different sectors traditionally kept separately from each other (health care, pediatric nursing and care of the elderly) are now to be combined in a shared, i.e. generalized education. The work within this project regarding the German VET-system will be carried out closely keeping track with further developments.

Another particularity of the German health care system is the fact, that the health care profession (so called examinated health care) and the health care assistance both are classified EQF-Level 4 in Germany. There is protest against this and the health care professional associations call for an adjustment to EQF-Level 55. From what has been reported by our practice partners from hospitals and academies, concerning developing the units it is important to understand the following: There are decisive distinctions to be made considering the competencies between Level 4 and 5. While level 5 can take own decisions regarding the featured content in a much wider degree, the competencies of level 4 have a more reporting function, e.g. the young professional reporting aspects that might need to change to their supervisors.

TYPE OF INSTITUTE

Academies / schools of hospitals in Germany

SECTOR Health Care

Profession Examined Health and Sickness Care Professional,Health Care Assistants

EQF Level This unit refers to the range of knowledge, skills and competences following the recommendations of the European Union in relation to EQF-Levels 4 and 5. (Please note: German professional health care associations are protesting against the national rating of the health care profession at one level with the health care assistants (EQF-Level 4). They call for an adjustment up to EQF-Level 5 instead.) This unit has been developed for health care assistants and the examined health care professional and accordingly deals with topics equivalent to levels 4 as well as 5.

MODULE Demands in nurses’ work-conditions and coping, especially interaction work

SHORT DESCRIPTION

This unit deals with personal- and environmental-related resources which can be activated to cope with emotionaly stressful situations in

5https://www.dbfk.de/de/presse/meldungen/2014/DBfK-protestiert-gegen-zu-niedrige- Zuordnung-der-Pflegeberufe-im-DQR.php



https://www.dbfk.de/de/presse/meldungen/2014/DBfK-protestiert-gegen-zu-niedrige-Zuordnung-der-Pflegeberufe-im-DQR.php

https://www.dbfk.de/de/presse/meldungen/2014/DBfK-protestiert-gegen-zu-niedrige-Zuordnung-der-Pflegeberufe-im-DQR.php

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the professional work routine. It most of all refers to the social dimension of SD.

Interaction work is working with emotions, which are psychologically demanding; it can produce psychic illness. Resources can be applied to cope with challenges, to prevent the emergence of stress / risk factors or to reduce impact. It aims at fostering reflexive thinking in complex, often contradicting situations. Methodically this is mediated through possibilities for learners to identify the own resources and exchange themselves about challenging situations and by good practices delivered.

Furthermore, recommendations for solution strategies are provided in order to address these issues in a proper way in case the locus of control exceeds the personal / professional sphere of influence.

LEARNING OUTCOMES

The young professional gets to know the process model of stress and coping at the work place. She /He learns about a) psychosocial risk factors and b) environmental stressors. She / He is equipped with knowledge and skills regarding the two different types of resources (personal and environmental). This enables him / her to generate green competences in terms of carrying out disburdening behavior (learners taking a more active role) within their workplace environment. She / He works out solutions maintaining the benefits of all groups of persons involved (patients and staff) and is encouraged to inform upper management in order to address these issues (high complexity issue) when this exceeds her / his authorization of decisions.

Knowledge Is informed about stressors and strains in the professional field, also about sickness absence rates (esp. psychologically induced) in the professional field health care compared with other professional fields. Knows about models showing the interconnectedness of work demands, especially work involving emotions, and stress related effects, especially psychical stress effects. Is able to define what personal and environmental resources are. Recognizes stress related effects (self and others). Is well acquainted with salutogenesis6 (A. Antonovski).

Skills Recognizes the limits of the own capacity. Knows and is able to activate personal and environmental resources in order to cope with stresses and strains i.e. she / he applies strategies in order to maintain these limits. Implements so called anchors in her / his work routine, allowing for more automatically having access to these resources (Most likely they are not at present, especially in stressful situations where they would be needed most).

Competence Recognizes goal conflicts (EQF level 4). Provides examples in order to be able to decide or at least ask for decisions satisfying the needs of

6Antonovsky, A. (1979) "Health, Stress and Coping" San Francisco: Jossey-Bass Publishers.



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all persons or groups of people involved. Able to realistically elaborate options for own actions and personal limits (e.g. informs upper management asking for decisions or indicates reaching limits of performance EQF level 5).


This learning unit is not yet taught in the VET health sector in Germany. It corresponds to modules taught in further professional trainings, but not yet in initial VET-programs for professional beginners. There are corresponding chapters in the different coursebooks analyzed dealing with topics like sustaining and nurturing one’s own health, professional self-concept (orientation towards personal resources), Salutogenesis. Still, there was no material found specifically covering interaction work and the induced emotional burdening situations in the professional work routine. This is why this unit, identifying emotional burdening situations and featuring resources for the prevention of psychological illnesses, leaving job and so induced care crisis in Europe, was considered appropriate for the development of objectives regarding ESD, following the EQF model. It negotiates economic and social sustainability aims.

2.2.3.c. IO2 Health Care Learning Unit 3

Developed by Project-Partner: ASPETE

TYPE OF INSTITUTE

INSTITUTE OF VOCATIONAL TRAINING

SECTOR HealthProfession Nurse assistantEQF Level 5MODULE Medication Administration

SHORT DESCRIPTION

The module "medication" is taught in the health sector of the institutes of vocational training. The aim of this module is the development of knowledge of trainees on the concept of medication as well as their awareness in this area. Expected skills are the correct administration and the overall sound management of medicine both by the professional and, later on, by their patients. Rational consumption, utilization of remaining quantites of drugs and finally recycling of drugs are some ESD relevant objectives.

LEARNING The specific knowledge, skills and competence expected by the



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OUTCOMES trainees after the completion of the course unit are expressed hereafter in EQF terms.

Knowledge Indicate ways of proper administration of medications, ways of utilization of remaining quantities of drugs and ways of facilitating the perspective of recycling by proper agents.

Describe good ways of medication administration (use, administration, storage, disposal).

Recognise risks to health and for the environment due to bad drug administration.

Skills Implement correctly the various types of administrating drugs. Inform patients and train with then the proper medicine intake. Promote knowledge at the workplace regarding the need of

recycling drugs and sustainable use of drugs. Inform patients about the rational use and administration of

drugs Demonstrate good use, administration, storage and release of

medicamentsCompetence • Work with responsibility and with respect and consciousness

toward medicament resources, human factor and environmentJustification with regard to Reference Framework

This learning unit was considered appropriate for the development of objectives regarding ESD, following the EQF model. The excessive use of medicaments especially antibiotics, non-correct storage, non-environmentally friendly disposal which may entail groundwater contamination, the need for medicament recycling are some important SD themes. In addition economical and social dimensions appear. The practice of the so called “social pharmacy” developed in Greece in the era of economic crisis (aiming at the use of quantities of remaining drugs by poor people) illustrates these dimensions. The objectives are compatible with EQF level 5 (for instance the competence: review and develop performance of self and others). They also correspond to VET further specifications of ESD core competences. The thematic areas concerned are health, education, global environmental change, poverty and social security. Finally, the themes involved make part of SD definitions and the objectives correspond to ESD definitions of the group. (Rational use of resources, focusing on citizen participation, making people more active, cultural change, social responsibility).

2.3. Reference Framework for ESD in Logistics

2.3.1. Rationale



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A Céreq study (Drouilleau, &Legay, 2015) on sustainable work practices in logistics and transports in France showed that sustainable logistics are still poorly disseminated in the companies. Some practices are widely adopted such as the organization of waste management and the implementation of ecologic driving techniques. Other professional activities are totally integrated to the professional tasks of the workers: we can point out, for example, to the search of a better filling of the trucks (in order to avoid empty rides, to avoid mid-filling of trucks, etc.). Still others are emerging, like the accompanying of the customers for the reducing of packaging and the implementation of reverse logistics. Sharing practices are nevertheless very difficult to implement: the sharing of the filling of trucks between customers, and other possibilities of sharing (preparing of order, production, etc.) are avoided by the competition between clients. Lastly, the building of sustainable warehouses remains anecdotal.

What is sustainable logistic?

Sustainable logistics often are described with the logic of the supply chain, divided in different steps: conception, production, packing, storage and transportation. In francophone literature, sustainable logistics mostly refer to the environmental aspects of the sustainability. It sometimes includes work conditions, security, but rarely implies the situation of disabled persons, equality between men and women, health promotion, peace, cultural diversity, etc.

Following Amal Brioual and MounaKchaf (2015), sustainable logistics are composed by:

- Sustainable building construction

“Installation, planning and material used for the building of logistics sites are central concerns for the structuring of a sustainable activity” (Bioual and Kchaf, 2015)

- Eco-design of the products

The eco-design of a product consists in the integration of all sustainable aspects in the conception or improvement phase of a product, throughout its life cycle.

- Sustainable sourcing

A sustainable sourcing prioritizes the sourcing of products and materials less polluting with a better conception. It also aims to select subcontractors and suppliers with environmental guarantees.

- Sustainable production



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A sustainable production is an optimized production which addresses the waste of resources in order to improve productivity and reduce costs.

- Sustainable storage and packing

A sustainable storage aims to reduce unnecessary travel in the warehouse and promote the use of electric forklift; a sustainable packing will reduce the usage of plastic film for the storage, for example.

- Sustainable transportation

A sustainable transportation should aim to reduce kilometers traveled, the number of travels and the empty returns; to analyze transport network; to optimize delivery rounds; encourage the pooling of resources between companies and the use of intermodal transportation.

- Reverse logistics

Reverse logistics is the process of planning, implementing and controlling of the performance in the use of raw materials. It generally aims at collecting, sorting, dismantling, and recovering values of used products.

A broader definition of sustainability

In the collective work of Schreiber and Siege (2016) a broader definition of sustainability is mentioned. Sustainability not only refers to the “green” aspects of a sector or a professional practice, but also to their social and economic impacts. The Greenskills4VET partners also adopted a wider definition of sustainability (See Intellectual Output 1: Comparative Analysis Report, short version).

According to this understanding of sustainability, eight fields of action have been highlighted by the Greenskills4VET Austrian Team: “Equality between women and men”; “Health promotion”; “Environmental protection”; “Rural development”; “Peace and human security”; “Sustainable consumption”; “Cultural diversity”; “Sustainable urban development”.

This understanding of sustainability in logistics helped to draw up a list of ESD competencies for the logistic sector. The list is in accordance with regulations, specifications and VET specializations of these partner countries that have chiefly dealt with the logistics sector within the project (France, Greece, Germany and Austria). The ESD competencies mentioned below correspond to the levels 4 and 5 of the EQF. The occupation of “freight forwarding clerk” is trained in France by level



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5, in Germany and Austria by level 4, and in Greece by the both levels (see IO1 report – Greenskills4VET project).

2.3.2. Grid of Competencies

Recognizing

Economic dimension1. Identify changes related to occupational and technological equipment that affect the

conduction of work2. Acquire knowledge about rural/local economic parameters3. Acquire knowledge about the global economy4. Acquire and process information about the local economy5. Acquire knowledge about purchasing conditions of local governments and companies6. Acquire knowledge about legislation on local level7. Acquire and advocate knowledge about local material supply8. Acquire and advocate knowledge about local waste treatment

Social dimension1. Recognise and process aspects in the condition of work connected to Transport Sector

from the individual to the global level2. Analyse corporate identity and its aspects related to social responsibility3. Analyse elements related to regulations and specifications of hygiene in the workplace

at country level and at an European and international level4. Recognise operational diversity between different countries and regulations to be

followed in Transport Sector5. Describe options of sustainable development in the process flow of the occupation of

freight forwarding clerk6. Learn about different types of activities in groups effectuated by the different sexes7. Learn about different conflict resolution models by the different sexes8. Acquire and advocateknowledge about equality legislation9. Acquire and processinformation about social (welfare) state structures10. Acquire and processinformation about workplace safety11. Acquire knowledge about international legislation12. Acquire knowledge about cooperation13. Learn about differences in cultural approaches



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Environmental dimension

1. Identify factors/threats that will influence optimisation of time and resources in the logistic chain

2. Identify regulation on pooling practices between customers in freight forwarding3. Learn about energy consumption and assessment4. Learn about life cycle products assessment5. Acquire knowledge about health care through nutrition6. Learn about connections between health and agriculture7. Acquire and process information about toxic substances8. Acquire knowledge about production and consumption processes9. Acquire knowledge about environmental protection laws10. Learn about environmental protection technologies11. Acquire knowledge about environmental management12. Learn about the Sustainability Concept Framework13. Learn about raw material inputs and assessments14. Acquire and process information about key factor assessments

for urban regions (building, transport, energy etc.)

Assessing

Economic dimension1. Reflect upon the essential factor of globalization and its impact to the occupation of

freight forwarding clerk2. Reflect upon the interaction with other related occupations in the transport chain in order

to facilitate smooth work flow3. Comment in a well-founded way on the technological revolution and its benefits to the

management of freight4. Reflect upon the political and economic relations between countries and the potential

interactions to the transport network. Create scenarios to realize dimensions and impacts of this notion

5. Reflect upon the great importance of the skill of multi-factorial decision making of the clerk

6. Comment on well-founded way of the economies scale effects, the dynamics of the market and power of multinational corporations

7. Differentiate types of economic models8. Differentiate types of purchasing strategies9. Differentiate types of possibilities for local material supply and waste treatment

Social dimension1. Change perspective to include different mindsets that may affect the daily operation of

freight forwarding clerk in different countries.2. Interpret differences in trade ethics, custom processes and exchange relations between

countries, economic regions and companies



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3. Reflect upon and link social responsibility to the main core activities of a freight forwarding clerk

4. Differentiate levels of social economies5. Differentiate possibilities for workplace safety measures

Environmental dimension1. Balance effectively between the economic and ecological orientation while conducting

everyday work without neglecting the peculiarities of the human factor2. Assess greenhouse gas emissions in relation to the transport/logistics sector3. Evaluate the advantages and disadvantages in the use of intermodal transportation

taking into account the importance of environmental factors4. Differentiate the causes for negative environmental effects of raw material inputs,

energy consumption and waste treatment/recycling5. Differentiate between different possibilities of technical solutions in environmental

protection6. Differentiate between different environmental management models7. Differentiate between the outcomes/results of different technical solutions/environmental

management models/sustainability concepts8. Differentiate the causes for negative environmental effects of raw material inputs,

energy consumption and waste treatment/recycling

Acting

Economic dimension1. Use simple local economic key figures.

Social dimension1. Adopt a culture of continuous training and improvement in order to ensure a mentality of

Sustainable Development in the long term2. Analyse the conditions of everyday work and identify the key-points to ensure a healthy

work culture and preservation of solidarity3. Focus on corporate identity and social responsibility, determine your area of action in

practice using examples4. Apply different types of activities in groups5. Apply different conflict resolution models6. Apply equality in society and companies7. Use cooperation in everyday life8. Use cooperation as an employee9. Apply national regulation on workplace safety10. Apply measures on workplace safety11. Apply international regulations on transport and the economy12. Apply the knowledge for working with colleagues/individuals of different cultures in

cooperation, conflict, family and as an employee

Environmental dimension



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1. Take into account the element of reverse logistics and position yourself in the process flow

2. Take into account the energy legislation related to the transport sector and the changes that are introduced over time

3. Encourage the use of intermodal transportation4. Propose pooling solution between customers in the process of freight forwarding5. Optimise the transportation flow by reducing the number of kilometres travelled in the

process of freight forwarding6. Optimise the transportation flow by reducing empty returns in the process of freight

forwarding7. Encourage the use of alternative and ecological vehicles for the final mile delivery8. Apply CO2-balance methods9. Apply different strategies for minimizing risks from harmful products, production or

consumption processes, toxic substances and agriculture10. Use sustainability models in daily life11. Use sustainability models as an employee12. Be able to participate in working groups regarding the environment and sustainability

issues13. Be able to take measurements, calculate simple environmental factors, etc.14. Create, alter and influence local material flows15. Avoid negative environmental effects of material inputs, energy consumption and waste

treatment/recycling16. Apply ecological footprint methods17. Apply methods for environmental impact assessment18. Apply different assessment methods for fuels regarding energy consumption and raw

material production19. Use key figures of urban development20. Use strategies for sustainable urban development21. Assess, make use of and alter current or future transportation systems22. Assess, make use of and alter current or future building systems23. Use different planning methods

2.3.3. Learning Units There follow 4 Learning Units regarding Logistics. The first two were prepared jointly (sub team Austria/France). The first one “Feasibility of the implementation of sustainable reverse logistics” is closely integrated to some existing national European standards. The second one is a general unit describing the main features of what could be “sustainable logistics”. This unit is not integrated to existing units in



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national standards, but may be used as an introduction for the development of ESD competences in VET for freight forwarding clerks.

2.3.3.a. IO2 Logistics Learning Unit 1

Developed by the project-partners:

Céreq Berufsförderungsinstitut Oberösterreich

Qualification Higher technician’s qualification in transport and logistical services

European framework : Germany, United Kingdom, Belgium, Spain, France, Hungary, Italy, Romania

Sector Logistical services

Specialization Freight forwarding clerk

EQF level 4/5

Module Existing module: “Feasibility of transport operations and logistical services”

Adding variant: “Feasibility of the implementation of a sustainable reverse logistics”

Short description

The “feasibility of transport operations and logistical services” module is taught in the higher technician’s qualification in transport and logistical services in distinct European countries which have developed a common framework: Germany, United Kingdom, Belgium, Spain, France, Hungary, Italy, and Romania. In France this common framework has been implemented in the qualification “BTS Transports et Prestations Logistiques”. The module is divided in two parts: evaluation of the feasibility of transport operations (analysis of customer demand, identification of constraints, and evaluation of necessary means) and implementation of logistical services (evaluation of the feasibility of logistical services). The competencies associated to this module are (in terms of knowledge): multimodal transports, and environmental legislation. The “reverse logistics” may be integrated to this general evaluation of the feasibility of transport operations and logistical services. The reverse logistic is the overall



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operation for the organization of the reverse flow of the products: from the client to the producer. Reverse logistics deals with: the return of unsold merchandise, the return of defective products or from operating errors, the recuperation of obsolete equipment or machinery, and the recuperation of hazardous waste or environmentally risky materials. This could lead to the reuse of logistics packages (wooden pallets, cartons, bottles, containers); to the recycling, reutilization or reassembly of products or components; to the elimination of end life products or waste treatment (sewage, waste oil, etc.).

Learning outcomes

The specific knowledge, skills and competences expected after completing the module/unit are listed according to the VET standard for the occupation

Knowledge Know the essential elements of a transport demand in terms of reverse logistics.

Explain the characteristics of a tender for the reverse logistics. Describe the different types of a logistical company organization Acquire and advocate knowledge about the different types of

transport offer Know the different categories of commercial terms Know the different types of logistical services related to reverse

logistics Acquire and process information about the national, European

and international legislation in relation with sustainable development and environmental protection

Skills Analyze the transport demand for reverse logistic Identify national and international legislation in relation with

sustainable development and environmental protection Evaluate the environmental impact of an operation of reverse

logistic Evaluate the means to organize a cost effective reverse logistic Evaluate the feasibility of a logistical service in a context of

reverse logisticCompetence

Adopt a proactive behavior Adopt an active and reflexive listening Identify and share pertinent information Synthesize the pertinent information Be rigorous in the offer construction Adopt a client focus Respect rules and procedures Adopt a monitoring approach


This learning unit was considered appropriate for the development of objectives regarding ESD, following the EQF and ECVET model. It is closely integrated to a unit developed in the “Higher technician’s qualification in transport and logistical services” VET standard - qualification constructed at a European level within the “Euro trans Log” Leonardo Da Vinci project. It is the first logistic qualification trying to reach ECVET



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model.

Within the existing unit “Feasibility of transport operations and logistical services”, it seemed important to improve competences regarding reverse logistic. The reverse logistic is an important and new phenomenon, which allows the increase of the circular economy, a European priority for a sustainable economy. Evaluating the feasibility of a sustainable reverse logistic in terms of transportation management corresponds to various ESD competencies such as: “Identify factors/threats that will influence optimisation of time and resources in the logistic chain”, “Learn about life cycle products assessment”, “Reflect upon the great importance of the skill of multi-factorial decision making of the clerk”, “Differentiate types of possibilities for local material supply and waste treatment”, “Differentiate between different possibilities of technical solutions in environmental protection”, “Create, alter and influence local material flows”, “Avoid negative environmental effects of material inputs, energy consumption and waste treatment/recycling”.

2.3.3.b. IO2 Logistics Learning Unit 2

Developed by the project-partners:

Céreq Berufsförderungsinstitut Oberösterreich

Sector Logistical services

Specialization Freight forwarding clerk

EQF level 4/5

Module Sustainable logistic

Short description

This module brings an overview of sustainable logistics.

1.) Awareness: e.g. to be aware of the effects of companies activities and



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the change towards more sustainable ways will be covered

2.) Avoidance: e.g. transport can be avoided by a better collaboration between actors

3.) Acting: e.g. shifting the goods to more environmental friendly modes

4.) Anticipating on new technologies: e.g. the use of more environmental friendly vehicles (electric, etc.) within the logistic chain.

Learning outcomes

After completion of the module, the professionals know about the main challenges affecting modern logistics and supply chains. They know about supply chain strategy and management, information and communication technology (ICT) for logistics, vertical and horizontal collaboration, intelligent hubs (e.g. ports and cities) and policy for sustainable logistics.

knowledge Acquire information about the sustainability concept Learn about the definition of sustainable logistics Learn about ICT and new technologies Learn about legislation on different levels Acquire and process information about cooperation Learn about energy consumption and assessments Learn about key factor assessments for urban regions (building,

transport, energy, etc.)Skills Differentiate between different possibilities of technical solutions

in environment protection Understands the structure of sustainable logistic concepts Consider how to reduce the environmental impact of

warehousing, packaging and transportation Be able to restructure the supply chain to be more sustainable Understands the structure of an environmental management

systemCompetence

Be able to take measurements, calculate simple environmental factors, etc.

create, alter and influence local material flows use cooperation in everyday life apply international regulations on transport and the economy asses, make use of and alter current or future transportation

systemsJustification with regard to Reference Framework

This learning unit was considered appropriate for the development of objectives regarding ESD, following the EQF model. The objectives are compatible with EQF levels 4 and 5 of EQF.

Logistics, and especially freight transport, representing its most physical component, has accordingly received much attention in the sustainability debate in recent years (van Lier & Macharis, 2013). Green logistics essentially focuses on ways to reduce the environmental effects of logistics. Sustainable logistics is a broader concept, also taking into



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account the economic and social implications of activities, striving to improve economical, ecological and societal interests simultaneously (McKinnon, 2010).

Evaluating the feasibility of a sustainable logistic in terms of transportation management corresponds to various ESD competencies such as: Identify changes related to occupational and technological equipment that affects the conduction of work, recognize operational diversity between different countries and regulations to be followed in transport sector, learn about cooperation and learn about the sustainability concept framework

2.3.3.c. IO2 Logistics Learning Unit 3

Developed by Project-Partner:

German-Hellenic Chamber of Industry and Commerce

TYPE OF INSTITUTE

Institute of Vocational Training

SECTOR Transport

SPECIALIZATION Freight Forwarding Clerk

EQF Level 4 – 5

MODULE Corporate Social Responsibility (CSR) with focus to Sustainable Development

SHORT DESCRIPTION

CSR is a vital aspect in the recent business affair. As described in EU Commission official website

http://ec.europa.eu/growth/industry/corporate-social-responsibility_en “Corporate social responsibility (CSR) refers to companies taking responsibility for their impact on society. The European Commission believes that CSR is important for the sustainability, competitiveness, and innovation of EU enterprises and the EU economy. It brings benefits for risk management, cost



http://ec.europa.eu/growth/industry/corporate-social-responsibility_en

http://ec.europa.eu/growth/industry/corporate-social-responsibility_en

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savings, access to capital, customer relationships, and human resource management.”

This unit is dealing with CSR in its sustainable dimension that applies to the Transport Sector. It aims to cultivate further knowledge, skills and competencies linked with CSR, the concept of supporting corporate values and management philosophy. The objective of Social Responsibility is to contribute to sustainable development. Furthermore, it is the continuing commitment to behave ethically and achieve an economic development, while improving the quality of life of the workforce as well as of the local community and society.

LEARNING OUTCOMES

The trainee in the freight forwarding clerk specialization by completing this training unit will be in general acquainted with the Corporate Social Responsibility notion.

Moreover, he/ she will be able to have a strategic overview of CSR in a macro view and he/she will be able to realize how closely it is linked with sustainable development in the recent years.

In practice, he/she will be able to reflect upon the everyday work flow of a freight forwarding flerk, identifying how his/her position is influencing the CSR policy of the company and gets influenced in return.

Knowledge Be informed about the evolution of CSR Be aware of what are the 7 basic subjects of CSR Recognize the connections between CSR and SD Recognize the seven key underlying principles of social

responsibility Be acquainted with ISO26000 of CSR

Skills Recognize his position, limits and dynamic in the overall system of the company

Comprehend and promote the values and ethos emerging from the CSR policy of the company

Operate in a work routine with respect to employee to employee relation, customer orientation



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Competence Be able to act with consciousness with regard to his position towards to the corporate social responsibility and be an effective transmitter of the CSR policy of the company.


This learning unit is considered a very appropriate ingredient in education for sustainable development as there are numerous reports identifying the link between CSR and SD in recent reports.

As it is seen also through the ISO 26000 for CSR standardization, via CSR all pillars of sustainable development are addressed: social dimension is presented with the most direct connection whereas the ecological dimension is addressed via the values, the policies and activities that are embedded in the CSR policy with respect to the environment. Nonetheless, the economical dimension is not to be neglected as its managerial perspective is indeed an important ingredient in the business culture.

In a broader sense, corporate social responsibility is raising elements from all 3 pillars of sustainable development. Corporate social responsibility aims to ensure that companies conduct business in an ethical way. This means taking account of their social, economic and environmental impact and consideration of human rights. Corporate social responsibility is a duty of every corporate body to protect the interest of the society and sets goals for sustainable development.

2.3.3.d. IO2 Logistics Learning Unit 4

Developed by Project-Partner:



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University of Kassel

TYPE OF INSTITUTE

Vocational School

SECTOR Logistics / Transport

Specialization Freight Forwarding Clerk

EQF Level 4

MODULE Align forwarding and logistic processes according to economic conditions (learning field 15)

SHORT DESCRIPTION

This learning unit is already part of the German frame curriculum for freight forwarding clerks (learning field 15) and can be modified according to the aspects of the reference framework.

The unit is about the interdependences between economic, political, social and ecological conditions and logistic processes on a national, European and global level.

Exemplary contents of the unit are described in the frame curriculum:

- Traffic infrastructure- Environmental policies- Regulatory policy, monetary policy, fiscal policy, labour

market policy- Currency risks

These contents provide a good frame to implement different aspects of ESD. The most obvious possibility for this implementation are the environmental policies. This part is about the concepts and policies regarding environmental issues. Social and economic aspects of ESD can also be added to the content of the unit.

LEARNING OUTCOMES

The learning outcomes are divided into knowledge, skills and competences following the EQF level 4. The outcomes listed below are those relating to aspects of ESD added to the existing unit.



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So the pupils are able to:

Knowledge - Acquire information concerning the influences of environmental policies on the logistic processes.

- Identify certain aspects of climate change that are influencing the decisions made in the managing of logistic processes.

- Differentiate between the economic, ecologic and social factors having effects on the planning of logistic processes.

- Describe examples of the adaptation of logistic processes to economic, ecologic and social requirements.

Skills - Interpret the different ways of adaptation of logistic processes to the different requirements.

- Assess the importance of issues like the climate change according to the logistic sector.

- Reflect on the impacts of logistic processes on social, environmental and economic issues in a local and global context.

Competence

- Implement and improve forwarding and logistic processes- Develop strategies for saving the environment and for

assuring social standards considering the requirements of the occupation.

- Act as a responsible person according to the social, environmental and economic issues of the forwarding and logistic processes.


As listed in the learning outcomes above, different aspects of ESD can be added to the existing learning field 15 to expand it in terms of sustainable development. The description of the learning field 15 is rather vague. So it can be interpreted from the teachers in a ESD way and ESD aspects can fit very well into the design of the learning field. As the learning field is conceived to align forwarding and logistic processes according to economic conditions, it must be made clear that these economic aspects are not the only influencing factors for the processes. Furthermore, the pupils must recognize that their occupation should not just be about aligning processes according to conditions. They have to notice that these processes themselves shape and influence the conditions. With this knowledge the pupils can develop their own opinion of the effects of the logistics and transportation processes on economic, social and environmental issues. They learn how to transform their knowledge and their beliefs into a responsible behaviour in their occupation and beyond.



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REFERENCESBecker, G. (2001). Urbane Umweltbildung im Kontext einer nachhaltigen

Entwicklung. Theoretische Grundlagen und schulische Perspektiven. (Urban environmental education in the context of sustainable development. Theoretical foundations and perspectives for school). Osnabrück: Opladen.

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